The Roles of Mainstream Schooling and Shadow Education in English Language Teaching: A Case Study in Hong Kong
Volume 8, Issue 1, January 2019, Pages: 16-26
Received: Jan. 2, 2019;
Accepted: Jan. 21, 2019;
Published: Feb. 21, 2019
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Yuksai Nam, Overseas Education College, Xiamen University, Xiamen, China
Kawa Chan, Department of Education, University of Bath, Bath, United Kingdom
In this article, the writers employ the Service Quality Gap Model to investigate a social phenomenon that has existed for decades but has taken off recently – Supplementary Education. Being a billion-dollar industry that reaches more than three quarters of students in prominent countries, it has a tangible influence on our education system. By comparing the first three stages of the model with interview recordings with students and teachers, the writer explores the differences between perceptions of the student and the teacher. In particular, the writer focuses on English language teaching, and will answer the following questions: does student motive for studying the language differ from what teachers and tutors think it is? Does teaching material conform to student expectations of what they will be learning? What different roles do traditional institutions and tutoring centres play specifically in ELT; in particular, are they positively supplementary to each other, or are they negatively contrastive and competitive in nature? Findings suggest the longer supplementary education has existed a place, the more likely it indeed is supplementary to formal education.
The Roles of Mainstream Schooling and Shadow Education in English Language Teaching: A Case Study in Hong Kong, Education Journal.
Vol. 8, No. 1,
2019, pp. 16-26.
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